Diffusion Of Educational Innovations Research Articles

How do bottom-up innovations spread between schools and districts? An actor-container model of educational innovation diffusion

AbstractThe present paper deals with a research methodology issue. After an introductory literature review, it presents a novel model developed to study the diffusion of educational innovations. This model does not focus on the time course, phases, or characteristics of diffusion, which can be described by various innovation indicators, but on persistent structural elements such as the actors, their relationships, and the territorial, organizational, or other entities that host the actors. The latter, which separate the actors from each other or even constitute a common space for them are called containers. The presented actor-container model (ACM) was developed to help interpret empirical data in the context of a larger research, named Innova project, dealing with the emergence, diffusion, and system-shaping impact of bottom-up innovations initiated by teachers or other local actors in the education sector. In this paper, we demonstrate the application of ACM by analyzing the responses of educational institutions (organizations) at different levels of public and higher education in Hungary, based on the 2018 online questionnaire survey database (N = 2042). The examples presented show that ACM provides a unique perspective for research on innovation diffusion by shedding new light on actors and containers, opening up new possibilities for data analysis and results interpretation. We believe that ACM can be applied not only in the context of educational innovations but also in other innovation fields.

Exploring “Human Skills” through a Cinemeducation Workshop during a Health Professions Education Conference in India

Dear Editor, The Academy of Health Professions Educators organizes the National Conference of Health Professions Educators (NCHPE) to facilitate and accelerate the diffusion of educational innovations, and experience sharing of effective teaching methods. The authors facilitated a workshop on cinemeducation (the use of movies in medical and health professions education)[1] during the 2022 conference. They have used films to explore human skills, the history of medicine, and pharmacology among other topics. PRECONFERENCE WORKSHOPS The organizers of the 13th NCHPE at Dehra Dun, India (https://hims.srhu.edu.in/nchpe-2022/), were interested in offering a preconference Cinemeducation workshop. A channel of communication was established among the workshop facilitators using both e-mail and other online applications. The first task was to delineate the scope of the workshop within the conference theme.[2] The next priority was the areas to address and design and evaluation of the interactive presentations and activities. Recently, in India, an attitude, ethics, and communication (AETCOM) module was introduced during the undergraduate medical (MBBS) program.[3] We decided to focus on the “human skills” of communication, empathy, proper attitude, and ethical behavior. We decided to start with an ice-breaking session using four short questions-the name of the person, the institution and city, one fact about them that is not widely known, and a movie that had the greatest influence on their life and why. This would be followed by an interactive session on the history of cinemeducation, important concepts, types of movies, and practical aspects of cinemeducation. The first small group activity was followed by an interactive discussion led by the third author on the use of movies in the AETCOM module. We had senior educators among the audience who had been involved in developing the module and this added to the richness of the discussion. A second movie clip activity then followed, and each group analyzed how they could use the clip during the module, the common challenges, and how these can be overcome. Table 1 provides details of the different movies from where clips were used. The layout of the room was studied. In addition to the three groups, we also required space for the facilitators and the student volunteers. The seating should be comfortable and should promote group work.Table 1: Movies from which clips were used during the workshopThe movie clips addressed the doctor–patient relationship, patient involvement in treatment decisions, a child’s right over her body, balancing the needs of a sick sibling with personal needs, patient involvement in clinical trials, restricting personal freedom to combat an infectious disease, preparation for death from cancer, a patient coming to terms with slow cognitive decline, use of unfair means during examinations, scientific clinical research, and among others. Communication between patient and nurse, a doctor and his friend, family members, a child and her lawyer, a team of researchers and public health officials, a researcher, and a formal committee was addressed. The facilitators were able to facilitate a cinemeducation workshop using existing facilities in a low-resource setting. They utilized the experience and knowledge of senior faculty participants to enrich the discussion. Yours sincerely. Financial support and sponsorship Nil. Conflicts of interest There are no conflicts of interest.

Preconditions for the Diffusion of Innovations in Social Pedagogical Assistance in Schools

Innovations in social pedagogical assistance in schools are important for ensuring equal opportunities in education for all social groups, especially for children from disadvantaged social, economic and cultural (SEC) backgrounds, to address the issue of quality and accessible teaching and learning. National school quality reports point to the insufficient implementation and diffusion of innovations in schools. Scientific literature indicates that educators-innovators are important for the diffusion of educational innovations in schools, so they need appropriate conditions created for them to disseminate the innovations in communities. The aim of this research is to identify preconditions for the diffusion of social pedagogical assistance (SPA) innovations in secondary schools. The qualitative research (interviews with social pedagogues) has identified preconditions for the diffusion of SPA innovations in schools: the constant self-reflection of social pedagogues, an enabling (creative) environment, the opportunity to experiment and see the value of innovation, with sufficient time allowed for this collegial support as well as constructive and timely feedback from the school administration.

Making Lemonade out of Lemons: Supporting Adoption of Evidence-Based Practices in Response to Educational Disruptions

Effective diffusion of educational innovations is essential for evidence-based practices to have broad impacts on student learning. One of the barriers to such diffusion is the large inertia associated with changing one’s teaching practices. Educational disruptions, such as COVID-19, may lower this barrier by making business-as-usual no longer feasible. Here, we reflect on the ways in which an online community, designed to promote diffusion of educational innovation, supported Advanced Placement (AP) Chemistry teachers in the rapid transition to online instruction necessitated by the pandemic. The lessons learned from supporting teachers as they responded to the pandemic may provide insights into how to better promote and support adoption of reformed teaching strategies.

Effectiveness of the Superitem Learning Model on Students Learning Achievements

Student activeness in class is one of the important factors that influence student learning outcomes. This activity can be influenced by several factors one of the learning models used by lecturers. The lack of variations in the learning model has an impact on the monotonous learning process so that students are easily bored and bored with the learning process. Therefore, lecturers are always required to create an interesting learning condition process, including by applying a varied learning model. There are several learning models that can be used by lecturers to improve student learning outcomes, one of which is to implement super-learning learning models. The purpose of this study was to determine the effect of super-learning models on student learning outcomes in the course of the Diffusion of Educational Innovation. The population of this study is all Education Technology students who have programmed the Education Innovation Diffusion course in the even semester of the 2018/2019 academic year. Data collection techniques used tests to determine the differences in student learning outcomes before and after the super-learning learning model was used — data analysis using t-test formula. Based on the results of the study it is known that the results of the t-test show the value of t-count greater than t-table at a significance level of 5% with db = 30-1 = 29 (12,963> 2,045). Based on the results of the calculation it can be concluded that it can be concluded, there is the influence of the Superitem learning model on student learning outcomes in the educational innovation diffusion course in Education Technology Study Program Mataram IKIP academic year 2018/2019.

Taking a Snapshot: Four Bibliometric Indicators to Track Engineering Education Research Evolution

In recent years, as engineering education research has evolved as an area of study, questions of its disciplinary status, global reach and diffusion of educational innovation have been raised. Bibliometric analysis, mainly employing author affiliation data and citation analysis, has been shown to be effective in gathering relevant data on these issues. In this paper we broaden the scope of previous analyses by introducing reference discipline as an indicator. Our study presents data on 169 articles published in seven EER journals in 2011 based on the use of four indicators: citation analysis, reference discipline, author geographical location and author disciplinary field data. In addition, to demonstrate the value of this approach in establishing benchmarks for longitudinal research, we compare the citation analysis data for the 7 journals in 2011 with a similar sample from the same journals in 2009. The portrait that emerges is rich and complex one and it shows the existence of some silos - disciplinary silos and to a lesser extent geographical silos.

Švietimo kaitos mikrokontekstas: pedagogų prisitaikymas ir pasipriešinimas

Visų tipų bendrojo lavinimo mokyklų pedagogų prisitaikymas prie kaitos ir inovacijų sklaida kaip eksplicitinė asmeninė prielaida, lemia socialinės realybės, žinių visuomenės kūrimo pokyčius. Straipsnyje pristatomi pedagogų reagavimo į pokyčius, adaptyvumo, naujovių įdiegimo ir sklaidos, remiantis penkiapakopiu inovacijų taikymo modeliu, tyrimo rezultatai ir jų interpretavimas, ypač gilinantis į negatyvios mokytojų reakcijos, kaip pasipriešinimo švietimo praktikos permainoms, priežastis.

An Autocatalytic Model for the Diffusion of Educational Innovations

The spread of educational innovations is a topic that has been investigated from a multitude of viewpoints. Some individuals have been interested in dissemination of particular practices or products; others have studied the diffusion process itself; and still others have focused on the adopters, their characteristics and motivations. This paper is in the tradition of diffusion research, but it is an outgrowth of recent developments in a quantitative approach that has emerged in the field of marketing that, in turn, has its roots in the mathematical models of epidemiologists studying the spread of diseases and chemists investigating the nature of chemical reactions. The chemical model for autocatalytic reactions is adapted to the process of adopting educational innovations, and the model is applied to six sets of historical data. The model fits very well in five cases. It is also used to project the future adoption "life cycle" of the semester system in Ontario. The initial fit is very good; a peak year was projected for 1975, and an end to the cycle of adoptions is predicted for 1979.

Diffusion of Educational Innovations in Japan : New Educational Media

Diffusion of Educational Innovations in Japan : New Educational Media

The Identification of Adoption‐Proneness Among Secondary Home Economics Teachers

This study was conducted in two phases. The first phase examined 19 independent variables relating to the personal characteristics of 202 vocational teachers from the state of Virginia for the purpose of explaining a criterion variable, proneness toward the adoption of educational innovations. It was established that a teacher's age, number of professional publications read monthly, number of years teaching in the present school district, satis faction with teaching, and perception of influence an academic teacher should have on a vocational teacher's classroom procedures all related to adoption‐proneness (dependent variable).Phase two of the study isolated 39 home economics teachers from the composite sample in order to determine whether certain groups existed within this subsample that had similar characteristics based upon their measured degree of adoption‐proneness and personal characteristics found significant in phase one of the study.Cluster analysis indicated that the home economics teachers could be clustered into three distinct groups. Furthermore, there were indications that certain clusters existed that were not fully explained in the first phase of the study.The study should prove particularly useful to those responsible for the diffusion of educational innovations, especially across broad geographical areas.

Education, Politics and the Reform of Local Government

Education is political in at least two different ways. First because it is one of a number of different services competing for scrrce public resources. The allocation of resources both between education and other services, and within the education service itself, requires some determination of priorities; and this necessarily involves politics. But education is political also, in that men legitimately disagree about the proper aims of educational policy; and this disagreement is not one to be resolved by an appeal to the higher authority of experts, for it reflects a difference of values and not of techniques. It is from this fact that the education service, unlike e.g. the armed services, has no single aim, but a multiplicity of conflicting aims, that the central problems of how education should be administered arise. This article attempts to deal with some of the issues involved in the local administration of education, in the light of the recent reform of local government. After discussing the relationships between the size and efficiency of education authorities and the effects of the growth of local party politics upon education, it will be possible to reconsider the case for education remaining a national service locally administered. From the fact that education is political in the above senses, it follows that some institutional method must be found of resolving conflicts. But the choice of a particular institutional method will tend to promote certain values at the expense of others. For example a state in which decisions are made through the whim of a dictator will probably hold a very different view of the nature and purposes of education, from a state in which decisions are made democratically. But even if we restrict our range of comparison to democratic states, we will still find that variations in institutional methods may lead to different political outcomes. It may be the case, for example, that an areal division of political power such as the federal system in the United States or the system of elected local government in Britain, militates against equality of educational provision. Is a system of 'healthy' local self-government compatible with 'territorial justice'? Is it correct to argue that A far greater degree of territorial justice could be achieved if some of the assumptions underlying our present system of central-local relations were amended ?1 Or, to take another example, is it the case that an areal division of powers slows down change to an unacceptable degree, thus delaying the diffusion of educational innovation?